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I, 

A    PLEA 


LIBERAL    CULTURE. 


BY 


JOSIAH  PARSONS  COOKE. 


Y  of  CALIFORNIA 

AT 

ANGELES 
LIBRARY 

CAMBRIDGE: 

JOHN    WILSON     AND     SON. 

SiJuilJcrsttg  ^rcss. 

1890. 


85557 


MEMORIAL.^ 


IT  is  with  great  regret  that  1  find  myself  obliged  to 
dissent  from  the  opinion  of  a  majority  of  my  col- 
leagues with  regard  to  the  shortening  of  the  under- 
graduate course  of  this  College,  and  that  I  must  regard 
the  measures  which  have  already  been  taken  in  this 
direction  as  of  far  more  serious  import  than  they  are 
apparently  regarded  by  most  of  those  with  whom  1 
am  associated.  It  is  only  my  earnest  conviction  that 
those  measures  are  fraught  with  great  peril  to  the 
cause  of  liberal  culture  in  this  community  which  leads 
me,  in  opposition  to  a  majority  vote  of  the  College 
Faculty,  to  urge  the  Board  —  with  whom  the  final  de- 
cision now  rests  —  to  prevent  their  consummation,  I 
feel  that  the  character  of  this  community  has  been  to 

1  To  the  Board  of  Overseers  of  Harvard  College,  in  accord- 
ance with  their  vote  requesting  any  member  of  the  minority  to 
present  his  reasons  for  opposing  the  plan  of  the  College  Faculty 
for  the  reduction  of  the  College  course,  a  plan  which  was  adopted 

in  March,  1890. 


a  large  extent  moulded  by  the  liberal  culture  of  the 
College,  and  is  constantly  sustained  by  the  associa- 
tions which  cluster  round  college  life,  and  that  any 
measures  which  tend  to  impair  this  culture  or  weaken 
college  class  associations  will  cause  irreparable  injury 
not  only  to  the  College,  but  also  to  the  community 
and  to  the  nation. 

As  it  seems  to  me,  through  the  influence  of  the  elec- 
tive system  we  have  been  gradually  drifting  into  a 
dangerous  position,  which  recent  action  has  only  more 
clearly  defined,  in  changing  the  ])asis  of  our  first  de- 
gree in  arts  from  a  period  of  residence  to  a  number  of 
courses  of  study.  All  this  tends  to  give  to  our  ^lege 
course  the  tone  of  an  educational  mill,  rather  than  of 
a  studious  retreat.  It  tends  to  substi'tute  for  the  in- 
fluence of  lofty  associations  and  refined  intercourse 
the  feverish  acquisition  of  a  definite  amount  of  know- 
ledge in  the  shortest  time.  It  tends  to  replace  the 
contemplative  life  of  the  scholar  by  the  restless. rivalry 
of  the  market ;  and  is,  in  my  view,  a  yielding  of  the 
great  purposes  for  which  uniiiea-sities  were  founded  to 
the  commercial  spirit  of  the  age. 

Believing,  as  1  do,  that  a  prolonged  period  of  quiet 
study  guarded  from  the  restlessness  of  active  life  is 
not  only  an  inestimable  privilege  to  our  young  men, 
but  also  of  the  greatest  value  to  the  active  community 


which  tliey  are  soon  to  direct,  I  look  with  extreme 
jealousy  on  any  measures  which  tend  to  shorten  tiiis 
period  or  impair  its  influence.  The  difference  between 
sixteen  and  eighteen  courses  may  be  of  small  im- 
portance ;  but  the  difl'erence  between  four  years  of 
quiet  study  and  three  years  of  busy  ?},pquisitiaii  oi 
technical  knowledge  is  world-wide. 

Liberal  education  is  not  merely  a  question  of  ac- 
quisition, but  mucli  more  a  question  of  growth  ;  and 
the  acquisition  is  chiefly  of  value  in  so  far  as  it  directs 
and  stimulates  the  growth  ;  nor  is  it  growth  in  know- 
ledge merely,  but  growth  in  all  the  attributes  of  the_ 
highest  manhood.  Harvard  College  cannot  compete 
with  masters  who  teach  any  language  in  twelve  easy 
lessons ;  but  if  we  do  our  duty,  our  College  can  be 
made  the  field  in  which  growth  in  character,  as  well 
as  in  scholarship,  shall  be  carefully  guarded  and  fos- 
tered. Growth  cannot  be  measured  in  a  number  of 
academic  courses.  It  cannot  be  forced  beyond  a  very 
limited  extent.  If  over-stimulated,  it  will  not  be 
healthy ;  and  if  our  «b*is  .ai'e  to  grow  to  the  full 
measure  of  educated  men,  we  must  not  grudge  Alma 
Mater  the  necessary  time. 

The  value  of  class  associations  in  extending  the  in- 
fluence of  the  College  over  the  subsequent  life  of  its 
graduates  is  a  fact  of  profound  significance.     Similar 


6 

associations  have  been  diligently  fostered  in  profes- 
sional and  technical  schools  ;  but  their  inJHuence  is 
comparatively  feeble ;  and  the  com|)arison  plainly  in- 
dicates how  great  must  be  the  loss  if  the  true  spirit  of 
liberal  culture  were  replaced  by  a  mere  rivalry  in  the 
acquisition  of  useful  knowledge.  Moreover  a  larg^ 
number  of  our  students  never  have  gained,  and  never 
can  be  expected  to  gain,  more  than  very  moderate  at- 
tainments in  any  subject.  This  very  large  class  of 
college  graduates  will  always  be  educated  more  by  as- 
sociations and  personal  influence  than  by  actual  study 
of  books.  They  may  never  be  distinguished  as  schol- 
ars ;  but  they  constantly  acquire  a  high  degree  of  cul- 
ture, and  give  a  tone  to  the  community  in  which  they 
live  ;  and  through  them  the  G411ege  wields  a  very  great 
power.  To  such  men  the  class  associations  are  the 
one  r:ature  of  their  life  among  us  which  they  most 
prize,  and  which  really  does  more  for  their  education 
than  all  the  college  exercises  combined ;  and  any 
measures  which  tend  to  shorten  the  term  of  residence 
or  break  up  class  associations  will  lessen  the  influence 
of  the  College  on  the  community.  That  the  measures 
under  discussion  will  have  this  effect  no  one  can 
question. 

When  it  is  said  that  the  degree  should  be  based  on 
residence,  it  is  of  course  understood  that  a  certain 


minimum  attainment  must  be  enforced  by  examina- 
tions ;  and  as  thus  understood  residence  is  the  usual 
basis  for  the  first  degree  in  arts  in  all  schools  of  lib- 
eral culture.  That  on  such  a  basis  degrees  may  be 
unworthily  bestowed  is  granted,  and  so  they  may  be 
on  any  basis  on  which  an  institution  dependent  for 
its  support  on  the  good-will  of  its  patrons  may  be 
governed.  Examinations  in  a  certain  number  of  mis- 
cellaneous courses,  in  regard  to  which  nothing  is  fixed 
but  the  number,  are  certainly  no  adequate  safeguards. 
The  requisition  of  residence  at  least  ensures  a  pro- 
longed association  with  the  forms  of  learning,  and 
thus  secures  a  certain  amount  of  culture. 

But  if  examinations  on  a  certain  number  of  miscel- 
laneous courses  are  an  unsatisfactory  basis  for  a  pass 
degree,  they  are  a  still  less  satisfactory  basis  for  a  de- 
gree with  honors.  No  possible  standard  of  comparison 
can  be  found  between  courses  on  the  most  diverse 
subjects,  given  by  teachers  using  methods  utterly  un- 
like, and  estimating  proficiency  in  wholly  different 
ways.  It  is  notorious  that  some  of  our  courses  de- 
mand of  the  student  more  than  twice  as  much  time 
and  attention  as  others,  and  that  even  the  very  best 
students  when  electing  a  difficult  subject  often  take 
some  easy  course  as  what  they  call  "  a  soft  snap,"  in 
order  to  gain  the  necessary  time.     Under  such  cir- 


curastances  what  definite  significance  can  there  be  to 
sixteen,  eighteen,  or  any  other  number  of  courses  as 
the  standard  for  a  degree? 

It  is  said  that  the  courses  may  be  graded/  But  how 
are  they  to  be  graded  ?  And  who  is  to  grade  them  ? 
How  is  a  course  which  involves  chiefly  dehcate  manip- 
ulation or  careful  observation  to  be  compared  with 
those  courses  which  imply  critical  acumen,  profound 
research,  or  deep  thought?  Is  the  Faculty  to  grade 
them,  consisting,  as  it  does  for  the  most  part,  of  men 
each  engrossed  in  special  studies,  and  naturally  attach- 
ing great  value  to  the  peculiar  form  of  discipline  which 
has  attracted  him^  The  more  it  is  considered,  the 
rmore  impracticable  will  the  idea  of  grading  be  found 
to  be  ;  and  it  will  be  seen  that  the  inequalities  must 
be  accepted  as  a  necessary  result  of  an  elective  sys- 
tem. With  a  prescribed  period  of  residence  the  evil 
is  not  serious.  Good  scholars  take  pride  in  electing 
the  hard  courses  ;  and  the  soft  courses  serve  to  lubri- 
cate the  running  gear  of  our  system.  But  abandon  the 
requisition  of  residence,  and  put  a  premium  on  secur- 
ing the  degree  in  the  shortest  possible  time,  and  it 
will  be  easy  to  foresee  the  fate  of  the  hard  courses 
which  reflect  honor  on  the  scholarship  of  the  College. 

In  classing  a  course  as  soft  or  hard  we  by  no  means 
prejudge  its  educational  value.\   It  is  the  great  virtue 


of  our  elective  system  that  it  cultivates  the  power  of 
observation  of  the  naturalist  and  the  manipulation  of 
the  experimenter,  as  well  as  the  critical  skill  of  the 
linguist  or  the  introspection  of  the  mental  philosopher  ; 
but  the  only  common  ground  on  which  all  scholars  of 
whatever  name  may  meet  is  a  true  university,  which 
after  an  adequate  preparation  prescribes  only  the  faith- 
ful and  successful  use  of  a  definite  term  of  residence, 
attested  by  examinations  or  otherwise,  as  the  condition 
of  its  honorable  recognition. 

But  granting  the  importance  of  a  prescribed  term  of 
residence,  why  are  not  three  years  sufficient,  as  in 
English  and  Continental  universities  ? 

First,  because  for  our  pass  men  the  conventional  four_^ 
years  of  our  American  colleges  are  all  fully  neede(|  to 
gain  that  knowledge,  experience,  and  self-control,  to 
acquire  those  literary  or  scientific  tastes,  to  become  im- 
bued with  those  large  ideas  and  noble  motives,  to  form 
those  scholarly  associations  and  to  cement  those  friend- 
ships which  are  at  once  the  insignia  and  the  pledges  of 
liberal  culture.  This  class  of  men  can,  as  a  rule,  afford 
all  the  time  demanded,  and  so  far  from  asking  for  a 
reduction,  appear  to  be  almost  unanimously  opposed 
to  the  proposed  change.  And  no  wonder ;  they  re- 
gard their  college  life  as  a  great  privilege,  and  look 
forward  with  regret  to  the  time  when  they  must  go 


10 

forth  to  the  battle  of  life.  Why  should  we  wish  to 
shorten  these  halcyon  days  ?  And  where  can  our  sons 
jrrow  into  that  manhood  which  will  win  the  battle 
under  better  and  safer  conditions  than  here  ? 

Secondly.  Four  years  of  residence  are  required  in 
order  to  secure  from  our  best  men  that  scholarship 
for  which  the  college  is  now  distinguished.  That 
scholarship  represents  the  very  best  attainment  which 
school  and  college  together,  under  present  conditions, 
can  produce  in  the  prescribed  time.  The  stimulus 
to  exertion  is  already  very  great,  —  too  great,  as  some 
of  us  believe,  for  the  physical  well-being  of  our  edu- 
cated class ;  and  no  one  who  knows  our  best  scholars 
can  maintain  that  they  can  make  any  better  use  of 
their  time  than  they  actually  do.  To  lessen  that  time 
means  therefore  simply  to  cut  short  that  scholarship  ; 
and  —  what  is  worse  —  to  cut  it  off  as  it  is  approach- 
ing fruition. 

Tliere  are  among  the  minority  of  the  faculty  those 
who  have  been  long  and  earnestly  laboring  for  the 
advancement  of  the  scholarship  in  their  departments ; 
and  can  they  look  on  with  indifference  when  t)y  a 
small  majority  vote  the  slow  growth  of  a  quarter  of 
a  century  is  suddenly  lopped  off  before  their  eyes  ? 

The  practice  of  the  English  universities,  so  often 
cited,  is  no  precedent  for  us,  since  the  cases  are  not 


11 

in  the  least  degree  parallel.  At  both  Oxford  and 
Cambridge  higher  scholarship  is  undoubtedly  reached 
than  with  us,  although  only  on  very  narrow  lines. 
But,  as  every  one  knows,  the  competition  for  the 
great  prizes  at  the  English  universities  begins  long 
before  the  men  go  into  residence  ;  so  that  the  upper 
forms  of  the  great  public  schools  must  be  regarded 
as  an  integral  part  of  the  college  life  ;  and,  if  meas- 
ured by  the  time  devoted  to  competitive  work,  their 
full  course  of  liberal  culture  is  even  longer  than  here. 
Moreover,  it  is  becoming  more  and  more  the  custom 
for  the  honor  men  not  to  go  up  for  the  final  exami- 
nations until  after  four  years  of  residence  at  the 
university. 

In  former  years  it  was  the  custom  of  the  PhiUips 
Academy  at  Exeter  to  enter  their  candidates  to  our 
Sophomore  year  ;  and  the  practice  had  no  bad  effect 
on  our  scholarship,  for  the  same  obvious  reason  that 
a  corresponding  rule  has  no  bad  effect  in  England. 
If  we  could  push  back  our  Freshman  year  into  the 
preparatory  schools,  we  might  possibly  reduce  our 
term  of  residence  to  three  years,  without  endanger- 
ing our  scholarship.  But  this  cannot  be  done ;  and 
if  it  could  be  done,  the  age  of  graduation  would  not 
thereby  be  reduced,  nor  the  demand  of  the  Medical 
Faculty  satisfied.     The  practice  is  possible  in  England 


12 

simply  because  the  competition  for  scholarship  takes 
place  along  narrow  lines  of  study,  wnich  can  be  fol- 
lowed as  efifectively  at  the  school  as  at  the  college. 
It  was  possible  with  us  on  the  old  required  system; 
but  as  soon  as  our  courses  were  multiplied  on  an 
elective  system,  Exeter  was  obliged  to  give  up  its 
former  practice.  No  school  can  be  expected  to  have 
the  means  of  carrying  forward  all  the  courses  of  our 
Freshman  year.  If  they  had  the  means,  there  is  no 
reason  why  they  should  not  go  further,  and  develop 
into  colleges  themselves.  In  many  of  our  depart- 
ments the  education  given  in  our  Freshman  year  can 
only  be  provided  by  a  w^ell-endowed  college.  This 
education  is  the  necessary  basis  of  future  scholarship ; 
and  for  the  reasons  already  stated,  such  scholarship 
as  we  now  attain  cannot  be  matured  in  less  than  four 
years.  To  diminish  the  period  must  then,  as  we  have 
claimed,  have  the  effect  of  cutting  off  our  scholarship 
just  before  fruition. 

The  i)ractice  of  Continental  universities  has  been 
cited  in  favor  of  the  radical  measure  under  considera- 
tion ;  but  these  institutions  have  absolutely  notlnng 
in  common  with  ours.  In  European  countries  the 
only  courses  of  liberal  culture  at  all  comparable  with 
(hose  of  an  American  college  are  given  in  the  higher 
schools,    in    which  —  although   the    institutions   are 


13 

often  called  colleges  — \  the  pupils  are  kept  under  "H 
strict  school  discipline,  and  with  which  im  one  ever 
dreams  oi'  associating  the  idea  of  an  Alma  Mater. 
After  the  school  the  student  enters  at  once  on  his 
professional  studies  at  the  university  ;  and  although 
the  so-called  philosophical  faculty  of  the  German 
university  is  sometimes  compared  with  an  American 
college,  it  is  really  as  professional  and  technical  in  its 
tone  and  modes  of  teaching  as  are  the  older  faculties 
of  theology,  law,  or  medicine,  which  together  with  the 
first  complete  a  first-class  university  of  the  European 
type.  It  is  only  the  courses  of  the  higher  schools 
just  mentioned  which  can  be  compared  with  those 
of  our  colleges  ;  and  they,  although  permitting  none 
of  the  freedom  of  intercourse  allowed  to  American 
youths,  engross  fully  as  much  of  the  energy  of  the 
rising   generation. 

It  is  true  that  the  European  student  usually  leaves 
school  to  enter  on  his  professional  studies  between 
tlie  ages  of  eighteen  and  nineteen,  —  the  same  age 
at  which  Boston  boys  usually  graduated  from  Har- 
vard fifty  years  ago.  Since  then  the  average  age  of 
graduation  from  the  college  has  been  greatly  ad- 
vanced ;  and  on  this  fact  has  been  based  in  part  the 
demand  for  the  shortening  of  the  college  course.  The 
writer  regrets  the  change  as  much  as  any  one ;   but 


14 

he  does  not  believe  that  it  is  a  change  wliich  tlie 
college  authorities  can  in  any  way  control.  The  ad- 
vance has  taken  place  along  the  whole  line  of  educa- 
tion from  the  secondary  school  to  the  professional 
diploma.  It  is  obviously  due  to  an  increase  of  wealth 
I  and  population  in  the  country,  —  an  increase  of  wealth 
which  enables  the  patrons  of  the  college  to  keep  their 
sons  in  pupilage  for  a  longer  average  time ;  and  an  in- 
crease of  population  which  has  increased  competition, 
and  thus  augmented  the  average  age  at  which  a  man 
can  gain  a  livelihood  in  the  learned  professions,.  If 
on  an  average  a  medical  man  cannot  earn  a  living  by 
his  profession  before  he  is  thirty  years  old,  there  is 
no  urgent  necessity  that  he  should  enter  the  Medical 
School  before  he  is  twenty-three.  As  we  have  no 
power  to  fix  the  final  goal,  we  cannot  shorten  the 
course  by  merely  shifting  the  intermediate  stages  ; 
and  all  artificial  inducements  to  enter  the  profession 
will  only  intensify  the  struggle  for  life  which  is  the 
great  cause  of  the  advance  of  age  we  are  discussing. 
If  so,  medical  education  cannot  be  aided  by  the  ter- 
rible sacrifice  of  liberal  scholarship  which  is  demanded 
in  its  name. 

Were  it  important  to  bring  evidence  in  support 
of  the  position  taken  in  the  last  paragraph,  we  need 
only   ask   the   Board   of   Overseers   to   compare   the 


16 

present  requisitions  for  admission  to  Phillips  Exeter 
Academy  with  those  for  admission  to  Harvard  Col- 
lege half  a  century  ago.  The  present  average  age 
of  the  boys  who  enter  at  Exeter  is  almost  the  same 
as  that  of  those  entering  Harvard  at  that  period ;  so 
that  the  world-wide  difference  in  the  two  sets  of  requi- 
sitions very  fairly  represents  the  average  difference 
in  the  attainments  of  boys  at  the  same  age  fifty  years 
ago  and  now.  The  comparison  is  most  instructive, 
and  shows  beyond  a  question  thal0|Tor  the  loss  of  time 
in  education  that  has  taken  place  in  this  community 
since  1840  neither  the  college  nor  the  secondary  schools 
are  responsible,  but  solely  the  schools  of  primary  in- 
struction. If  the  loss  is  a  real  one,  it  is  there  and 
there  only  that  the  remedy  should  be  applied.  But, 
as  before  said,  we  do  not  believe  that  the  remedy  is 
within  the  control  of  any  university  boards ;  and  if 
the  community  can  afford  to  allow  their  sons  more 
time  for  growth  in  manhood,  it  may  seriously  be  ques- 
tioned whether  there  has  not  been  a  gain  in  healthy 
vigor  worth  all  the  cost. 

There  is  a  large  class  of  American  teachers  who, 
having  received  all  their  higher  education  in  Ger- 
many, are  enamored  with  German  methods  and  modes 
of  thought.  With  them  the  German  university  is  the 
type  to  which   they  would   be  glad   to  conform  our 


16 

own  educational  methods.  They  regard  the  Ameri- 
can college  simply  as  the  fitting-school  to  tlieir  ideal 
Germanized  American  university,  and  look  forward 
to  a  near  future  when  tliis  incumbrance  can  be  tlirown 
aside,  and  all  college  teaching  relegated  to  inferior 
institutions.  They  look  on  Harvard  College  very 
much  as  we  regard  the  introductory  schools  which 
form  such  essential  features  of  most  of  the  colleges 
in  our  Western  States.  The  prevalence  of  this  idea 
is  shown  in  the  recent  foundation  among  us  of  so- 
called  universities  either  with  no  undergraduate  course 
whatever,  or  in  which  this  feature  is  so  subordinate 
as  almost  to  escape  notice ;  and  the  competition  of 
these  institutions  is  unquestionably  one  of  the  un- 
derlying motives  of  the  present  movement.  These 
teachers  are  perfectly  consistent  in  advocating  a  re- 
duction of  the  college  course  ;  for  this  is  a  movement 
in  the  direction  they  desire,  and  can  have  only  one 
end, —  that  of  giving  up  the  college  course  altogether. 
For  if  the  policy  which  has  been  inaugurated  is  car- 
ried to  its  legitimate  conclusion,  Harvard  College  will 
be  squeezed  out  between  the  professional  and  the  pre- 
paratory schools.  We  have  no  issue  to  make  with 
the  German  system  of  education.  Their  gymnasia 
and  universities  are  admirable  institutions,  adapted 
to  the  country  in  which  they  have  grown  up,  and 


17 

to  whose  government  and  modes  of  life  tliey  have  be- 
come conformed.  But  they  are  essentially  not  republi- 
can, and  never  were  meant  to  be  nurseries  of  free 
men  or  fountains  of  libtcx^al  thought ;  and  between  the 
avowed  aims  of  teachers  who  wish  to  Germanize  our 
system  and  tlie  opinion  of  those  who  regard  the 
American  college  as  the  only  safeguard  of  liberal 
culture  in  this  country  the  difference  is  wholly 
irreconcilable.  — 

It  is  a  dictate  of  ordinary  prudence  that  no  im- 
portant part  of  a  complex  system  which  has  slowly 
grown  into  an  organic  whole,  adapted  to  its  envi- 
ronment, should  be  altered  except  after  the  most 
careful  consideration  and  cautious  trials.  Our  Ameri- 
can system  of  education  has  grown  with  the  country 
and  become  adapted  to  its  needs.  The'  parts  of  this 
system  are  so  intricately  interwoven  that  no  one  can 
foresee  the  effect  of  a  serious  change.  Such  changes 
should  only  be  made  Avith  the  general  consent  of  those 
who  have  had  the  largest  experience  with  educational 
problems.  Moreover  such  changes  should  never  be 
made  on  speculative  grounds,  but  only  in  answer  to  ; 
imperative  and  wide-spread  demands^/  In  the  present 
case  not  only  is  there  no  such  general  demand,  but 
the  change  is  urged  in  behalf  of  what  has  been  shown 
to  be  a  mere  handful  of  our  students.     That  a  change 


18 


which  imperils  the  liberal  scholarship  of  the  country 
should  depend  on  a  very  small  majority  of  the  faculty 
of  a  single  college  would  be  a  strange  anomaly  ;  and 
it  is  fortunate  that  their  vote  must  be  revised  by  a 
board  which  is  closely  in  touch  with  the  educated 
community  that  the  college  serves ;  a  community  in- 
tensely interested  in  liberal  culture  and  in  maintain- 
ing the  high  standard  qf  scholarship  which,  through 
the  devotion  of  its  teachers,  the  college  has  won. 


LECTURE.^ 

ALTHOUGH  it  is  regarded  as  important  to  pre- 
serve the  integrity  of  our  college  terms  by  hold- 
ing the  first  exercises  at  the  appointed  times,  yet  the 
attendance  at  the  opening  of  the  college  course  is  ne- 
cessarily so  irregular  that  it  does  not  seem  wise  to 
take  up  the  thread  of  a  philosophical  system  like  the 
theory  of  chemistry  until  the  class  has  been  more  com- 
pletely organized  ;  and  I  therefore  propose  to  occupy 
the  time  this  morning  with  some  general  remarks  on 
the  aims  and  methods  of  undergraduate  study.  Such 
a  discussion  is  the  more  necessary  because  our  age 
and  our  country  are  dominated  by  a  commercial  spirit, 
which  is  wont  to  undervalue  and  neglect  the  great 
privileges  that  a  large  university  offers  and  is  ex- 
pected to  protect. 

You  come  to  college  rather  than  to  a  technological 
or  professional  school,  for  what  is  called  liberal  cul- 

^  Delivered  to   the  Freshman  Class  of  Harvard  College,  at 
Cambridge,  Sept,  25,  1890. 


20 

tare  ;  but  although  you  may  have  a  clear  idea  of  the 
end  to  be  gained  by  securing  the  accomplishments, 
the  associations,  and  the  credentials  of  a  gentleman 
in  the  highest  sense  of  that  term,  yet  few  of  yon,  1 
suspect,  have  so  far  analyzed  the  conditions  as  to  be 
able  to  state  clearly  either  in  what  liberal  culture  con- 
sists or  in  what  it  is  distinguished  from  professional 
or  technical  training. 

As  is  often  the  case  with  abstract  problems,  we  shall 
best  prepare  the  way  for  a  clear  comprehension  of  the 
subject,  and  at  the  same  time  reach  at  least  some  prac- 
tical conclusions,  by  first  considering  in  what  liberal 
culture  does  not  consist,  and  thus  unmasking  some 
of  the  counterfeits  which  pass  under  that  name  ;  and 
this  we  shall  accomplish  without  trespassing  on  any 
debatable  ground,  and  while  confining  ourselves  to 
considerations  which  all  must  admit  are  just. 

In  the  first  place  then,  no  command  of  material 
resources,  and  hence  no  amount  of  wealth  or  of  po- 
litical influence,  can  conceal  the  want  of  liberal  cul- 
ture. Wealth  may  give  the  means  and  furnish  the 
opportunities  of  attaining  liberal  culture,  but  it  can- 
not bu}'-  it ;  and  the  attempts  of  wealth  to  masquer- 
ade in  the  guise  of  culture  only  renders  more  hideous 
by  comparison  the  gaunt  skeleton  which  the  disguise, 
however  brilliant,  always  fails  to  hide. 


21 

In  the  second  place  no  amount  of  professional  or 
technical  skill  constitutes  liberal  culture;  and  we  need 
not  go  far  to  find  illustrations  of  this  truth,  for 
who  has  not  known  men  of  the  highest  reputation  in 
almost  every  walk  of  life  whose  professional  skill  only 
made  the  narrowness  of  their  education  and  the  limi- 
tations of  their  view  the  more  conspicuous  ;  and  it  is 
the  men  of  this  class  who  are  most  anxious  that 
their  children  should  enjoy  the  advantages  of  a  cul- 
ture which  they  could  not  command  or  failed  to 
secure. 

In  the  third  place  no  degree  of  scholarship  in  a 
narrow  field  can  be  regarded  as  liberal  culture.  To 
the  young  student,  this  statement  may  seem  more 
paradoxical  than  the  last,  but  a  short  experience 
with  life  will  show  that  it  is  none  the  less  true;  and 
the  tendency  to  specialization  of  the  present  day  is 
one  of  the  great  dangers  with  which  the  spirit  of  lib- 
eral culture  has  to  contend.  I  freely  admit  that  the 
tendency  of  all  true  scholarship  is  liberal,  and  that 
the  large-minded  scholar  who  thoroughly  explores 
any  field  of  knowledge,  however  narrow,  will  be  so 
impressed  with  the  grandeur  of  creative  thought  in 
all  its  modes  of  manifestation,  whether  in  mind  or 
matter,  that  he  cannot  fail  to  gain  those  larger  views 
of  life,  and  those  nobler  aims  in  conduct,  in  which 


9-? 


liberal  culture  finds  its  true  expression.  Neverthe- 
less the  fact  remains  that  for  most  minds  a  very  re- 
stricted field  of  study  implies  narrow  thinking  and 
narrow  acting. 

In  the  fourth  place  no  breadth  of  knowledge  will 
save  any  man  from  narrowness  of  thought  and  action 
if  that  knowledge  is  held  and  fostered  in  a  commer- 
cial or  selfish  spirit.  Liberal  culture  seeks  knowledge 
1  for  its  own  sake  and  for  man's  welfare,  and  not  for 
ithe  gold  it  may  bring  or  the  reputation  it  may  entail. 
We  are  intelligent  witnesses  of  the  sublimity  of  crea- 
tion, and  members  one  of  another ;  and  the  noblest 
attitude  of  man  is  to  worship  and  to  serve  ;  and  no 
culture  is  truly  liberal  which  does  not  lead  the  mind 
into  this  posture  toward  knowledge  and  toward 
mankind. 

In  the  last  place,  and  as  a  necessary  inference  from 
what  has  just  been  said,  liberal  culture  does  not  de- 
pend on  the  nature  of  the  study  which  may  engage 
the  student's  attention  or  suit  his  tastes.  Provided 
only  narrowness  of  view  is  avoided,  all  studies,  if 
pursued  in  the  right  spirit,  are  good.  All  questions 
as  to  the  relative  value  of  classics,  mathematics,  or 
science  are  idle  and  unworthy  of  the  attention  which 
a  miserable  jealousy  has  given  to  them.  All  are  alike 
good  if  studied  in  the  true  spirit,  and  all  are  equally 


'       23 

bad  if  followed  solely  for  commercial  aims  and  perr 
soiial  aggrandizement.  A  noble  queen  of  England, 
about  to  brave  with  her  husband  the  dangers  of  the 
Last  Crusade,  once  said  to  her  anxious  attendants : 
"  The  way  to  heaven  is  as  easy  through  Palestine  as 
through  England  or  through  my  own  native  land  ;  " 
and  liberal  culture  can  be  attained  as  surely  through 
one  realm  of  Nature  as  another. 

If,  then,  liberal  culture  is  not  to  be  secured  by 
wealth,  by  skill,  or  even  by  learning  alone,  and  if  it 
is  not  the  privilege  of  any  one  school  or  province, 
how  is  it  to  be  gained  ?  I  have  already  virtually  told 
you,  and  I  have  only  to  repeat :  Liberal  culture  can 
only  be  acquired  by  the  pursuit  of  knowledge  for  the 
truth's  sake  and  for  the  amelioration  of  mankind.  To 
honor  truth,  to  redress  human  wrongs,  —  let  these  be 
your  aims,  and  the  noble  end  will  be  secure. 

Yours  is  a  great  privilege.  To  spend  the  most 
formative  period  of  life  in  the  pursuit  of  knowledge 
for  knowledge's  sake,  shielded  from  the  responsibili- 
ties of  a  toiling  world,  is,  I  venture  to  say,  the  great- 
est privilege  that  can  be  conferred  on  earth.  Great 
monarchs  have  renounced  sovereignty  to  seek  in  vain 
in  the  cloister  the  privilege  which  has  come  to  most 
of  you  as  a  birthright.  Use,  I  entreat  you,  this  pre- 
cious gift  thoughtfully  and  advisedly.      This  college 


r( 


24 

places  oil  you  the  final  responsibility  of  the  selection 
of  your  studies.  Make  this  selection  with  the  best 
judgment  and  advice  you  can  command.  Of  course 
even  when  aided  by  the  best  advisers  you  are  liable 
to  mistakes  ;  for  in  this  world  tliere  is  nothing  more 
difficult  than  to  give  unprejudiced  advice,  and  he 
would  not  be  an  enthusiastic  teacher  who  did  not 
honestly  exaggerate  the  importance  of  his  own  favor- 
ite study.  But  mistakes  in  your  choice  are  not  irre- 
mediable ;  and,  as  I  have  said,  all  studies  pursued  in 
the  right  spirit  are  alike  good,  even  if  the  choice  may 
not  have  been  the  best  possible  for  the  individual. 
But,  whatever  may  befall,  if  you  take  for  your  guid- 
ing motives  truth  and  service,  you  must  come  out 
right  in  the  end. 

There  are,  however,  two  dangers  incident  to  our 
college  system  of  which  in  the  interest  of  liberal 
culture  I  would  forewarn  you. 

In  the  first  place,  there  is  a  tendency  to  specializa- 
tion which  should  be  guarded  against.  In  an  elective 
system  it  is  natural  that  men  should  select  studies 
which  they  can  easily  master,  or  which  are  congenial 
with  their  tastes,  and  within  certain  limitations  such  a 
selection  is  wise  ;  but  it  will  not  secure  liberal  culture 
if  it  excludes  any  of  the  great  fundamental  branches 
of  human  knowledge.     Moreover,  specialization  is  al- 


25 

most  necessary  to  high  scholarship  in  any  department 
of  knowledge  ;  but  unless  it  is  based  on  a  broad  cul- 
ture already  gained  it  may  be  questioned  whether  the 
scholarship  is  worth  the  cost.  In  my  judgment  such 
special  attainment  had  better  be  reserved  for  a  gradu- 
ate coarse  of  study.  During  your  undergraduate  life 
you  have  an  invaluable  opportunity  of  gaining  a  gen- 
eral survey  of  the  whole  field  of  human  knowledge,  — 
an  opportunity  which  in  all  probability  will  never 
come  again.  Do  what  you  can  toward  high  scholar- 
ship, but  do  not  neglect  this  golden  opportunity  of 
widening  your  knowledge.  Of  course  the  field  of 
knowledge  is  now  so  broad  that  it  is  impossible  for 
any  student  to  explore  the  whole ;  but  he  can  gain  a 
general  view  of  the  field,  and  no  man  can  be  regarded 
as  liberally  educated  who  does  not  know  something  of 
the  literature  and  history  of  his  race,  as  well  as  some- 
thing of  the  wonders  of  the  creation  of  which  he  is  a 
part.  This  broad  culture  is  to  be  gained  not  so  much 
by  the  study  of  books  or  by  attending  special  courses, 
as  by  availing  yourselves  of  the  numerous  opportuni- 
ties for  general  culture  which  the  University  offers,  and 
also  by  the  discussion  among  yourselves  of  the  various 
topics  which  your  studies  suggest. 

And  liere  I  would  add  a  few  words  on  the  value  of 
college  associations,  because  I  feel   that   they   are  a 


26 

more  important  element  of  liberal  culture  than  those 
who  are  occupied  with  the  details  of  instruction  are 
wont  to  recognize.  I  regard  such  an  institution  as 
this  of  more  value  as  offering  a  favorable  field  for 
growth  in  manhood  than  because  it  furnislies  instruc- 
tion in  all  departments  of  human  learning.  Four 
years  of  quiet  continuous  study  before  the  mind  is 
preoccupied  and  harassed  by  the  duties  and  anxieties 
of  the  world,  amidst  surroundings  favorable  to  the 
growth  of  lofty  sentiments  and  noble  resolves,  have,  in 
my  opinion,  more  influence  on  character  than  any 
scholarship  however  profound  or  any  accomplishments 
however  brilliant.  The  silent  influence  of  quiet  study, 
with  the  meditation  which  lofty  associations  have 
evoked,  has  done  more  to  educate  the  great  men  of 
the  race  than  all  the  learning  of  the  schools. 

I  shall  never  forget  the  impression  produced  by  the 
daily  prayers  chanted  under  the  lofty  cathedral  arches 
of  an  almost  deserted  English  town,  where  only  the 
prescribed  two  or  three  were  gathered  together  ;  and 
in  the  uplifting  of  the  soul  under  those  solemn  associ- 
ations the  conviction  was  forced  upon  me  that  a  large 
part  of  what  is  noblest  and  most  potent  in  English 
thought  was  nurtured  under  just  such  influences  as 
those  services  created,  but  whose  cost  in  money  the 
utilitarianism  of  the  present  day  would  grudge.     It  is 


27 

true  there  are  no  precisely  similar  associations  in  our 
new  country ;  but  the  Greatest  Prophet  tlie  world 
has  known  nurtured  liis  inspiration  in  a  nobler  temple, 
which  stands  ever  open  to  all  of  us,  whose  pavement 
may  be  a  wilderness,  but  whose  dome  is  spangled 
with  the  everlasting  stars. 

Do  not  think  that  I  value  scholarship  any  the  less 
because  I  dwell  on  the  importance  of  the  associations 
and  companionships  which  you  will  find  here.  I  do 
not  forget  that  it  is  scholarship  which  more  or  less  di- 
rectly produces  the  influences  and  gives  to  the  associ- 
ations their  value.  Nor  do  I  forget  that  scholarship 
is  of  inestimable  worth  to  the  community,  and  that 
this  great  acquisition  a  university  is  bound  to  foster 
and  enlarge.  Still,  conspicuous  scholarship  or  ac- 
complishments are  the  privilege  of  only  a  few,  while 
noble  character  may  be  acquired  by  all  those  who 
meet  in  these  halls. 

I  am  also  well  aware  that  college  is  a  field  where 
the  enemy  may  sow  tares,  and  that  here,  as  elsewhere 
in  human  society,  the  wheat  and  the  tares  must  grow 
together  until  the  harvest.  The  most  that  those  en- 
trusted with  the  care  of  the  College  can  do  is  to  sec 
that  the  tares  do  not  choke  the  wheat.  The  opportu- 
nities are  for  you  to  choose.  The  harvest  is  for  you 
to  secure.  There  can  be  no  manhood  without  choice. 
There  can  be  no  virtue  without  the  possibility  of  evil. 


28 


It  is  because  I  am  persuaded  that  college  associa- 
tion and  conipanionshij),  in(lu(.'ing  as  they  constantly 
do  the  long-continued  and  frequent  discussion  of  great 
themes,  are  such  essential  conditions  of  liberal  culture 
that  1  look  with  great  concern  on  any  movement  that 
aims  to  shorten  the  term  of  college  residence,  and  feel 
that  the  time  devoted  to  this  formative  period  of  life  in 
our  American  colleges  is  none  too  long.  It  is  for 
this  reason  that  I  attach  so  great  importance  to  a 
prolonged  residence  as  a  necessary  condition  of  that 
recognition  which  the  College  gives  by  its  first  degree 
in  arts  ;  and  in  comparison  witli  this  fundamental 
condition  the  number  of  courses  studied,  or  the  pre- 
cise grade  of -minimum  scholarship  accepted,  seems  to 
me  of  small  account. 

College  associations  and  companionships  are  the 
only  basis  of  what  we  call  "  class  feeling,"  and  al- 
though this  sentiment  has  been  often  perverted,  it  is 
the  stroi]gest  evidence  of  the  value  of  the  phase  of 
college  life  of  which  I  have  been  speaking.  I  well 
know  how  artificial  college  public  opinion  is,  and  that 
it  often  countenances  practices  and  conversation  which 
are  unworthy  of  a  Christian  gentleman.  Still  I  also 
know  that  beneath  the  exuberance  of  youthful  folly 
there  is  frequently  concealed  a  noble  enthusiasm ; 
and  the  survival  of  this  sentiment  through  all  the 
vicissitudes  of  life  most  markedly  indicates  how  great 


29 

must  have  been  the  influence  of  the  college  course, 
apart  from  all  the  learning  acquired,  in  moulding 
character  and  swaying  motives. 

In  this  connection  a  few  words  about  college  ath- 
letics will  not  be  out  of  place,  since  there  is  no  field  of 
college  activity  in  which  the  evil  of  specialization  is  so 
dominant  at  the  present  time.  The  great  importance 
of  physical  culture  in  any  system  of  education,  and 
the  inestimable  value  of  "  mens  sana  in  corpore  sano  " 
are  admitted  by  all ;  but  here,  as  elsewhere,  moderation 
is  the  only  safe  course ;  and,  for  most  men  at  least, 
an  essential  condition  of  healthy  intellectual  growth. 
The  fallacy  that  exhausting  muscular  work  is  compat- 
ible with  a  high  degree  of  mental  activity  need  only 
be  stated  to  meet  its  own  refutation  ;  and  it  is  not  ne- 
cessary to  appeal  to  the  law  of  conservation  of  energy 
to  show  the  absurdity  of  the  proposition.  The  few 
examples  of  distinguished  athletes  who  have  been  good 
scholars  are  not  safe  guides  for  ordinary  men,  who 
have  only  a  limited  supply  of  nervous  energy,  and 
will  have  none  left  for  brain  work  if  they  exhaust 
their  wliole  stock  in  bodily  exercise.  Moreover,  indis- 
cretion in  this  direction  may  entail  the  most  serious 
consequences. 

Unfortunately  there  are  few  children  of  families 
that  have  enjoyed  affluence  through    several   genera- 


30 

tions  who  have  not  inherited  some  bodily  weakness 
The  vital  membranes  may  be  strong  enough  to  bear 
all  necessary  work  during  the  full  terra  of  a  useful  life, 
but  will  yield  if  subjected  to  excessive  strain.  Such 
latent  weakness  may  be  compatible  with  a  large 
amount  of  bodily  vigor  and  full  muscular  develo|> 
ment,  and  may  pass  unnoticed  until  the  fatal  strain 
comes.  The  medical  statistics  which  have  been  gath- 
ered in  relation  to  the  Oxford  and  Cambridge  racing 
crews  show  a  frightful  mortality  from  heart  disease ; 
and  although  I  know  of  no  similar  statistics  in  regard 
to  our  own  men,  yet  the  number  of  cases  of  the  same 
disease  resulting  from  overstrain  that  have  come  to 
our  knowledge  here  is  sufficient  to  excite  the  utmost 
alarm.  It  is  the  duty  of  those  who  hold  the  control  to 
keep  athletic  contests  far  within  the  limits  of  the  en- 
durance of  the  men  engaged.  Strength  and  skill  can 
be  shown  as  effectually  on  a  short  course  as  on  a  long 
one  ;  and  there  can  be  no  question  that  athletic  con- 
tests which  turn  chiefly  on  endurance  are  a  more  dan- 
gerous battle-field  than  most  military  engagements, 
and  the  wounds  inflicted  are  none  the  less  to  be 
dreaded  because  so  rarely  immediately  fatal.  Cer- 
tainly take  all  due  care  of  the  body  as  the  shrine  of 
the  soul ;  but  keep  under  the  body  and  bring  it  into 
subjection,   and   suffer   not   the    corruptible   flesh    to 


n 

deaden  the  ever-living  spirit  within.  Better,  far  bet- 
ter, the  extreme  folly  of  the  anchorite  than  spiritual 
death  ! 

Besides  the  danger  of  specialization,  our  system  is 
open  to  another  danger,  against  which  you  should 
also  be  on  your  guard.  There  is  a  tendency  to  give 
an  industrial  and  technical  tone  to  some  of  our  courses 
of  study.  The  commercial  spirit  of  the  age  presses 
upon  us  from  every  side.  Our  students,  so  far  from 
being  contented  to  seek  truth  for  truth's  sake,  demand  , 
more  and  more  courses  which  have  a  direct  bearing  on 
practical  life,  and  value  only  such  knowledge  as  can 
be  sold  in  the  market.  They  care  very  little  for 
chemistry  as  a  part  of  the  grand  scheme  of  Nature,  and 
seek  solely  a  knowledge  of  chemical  processes  which 
may  help  them  to  gain  a  situation  in  a  dye-shop  or  an 
iron  foundry.  They  think  it  a  waste  of  time  to  study  -^"^ 
crystallography,  although  only  thus  can  they  gain 
"any  conception  of  the  structure  of  the  minerals  and 
rocks  of  the  globe ;  but  they  all  seek  to  be  taught 
how  to  recognize  and  assay  metallic  ores.  This  ten- 
dency, if  allowed  free  play,  would  convert  our  Col- 
lege into  an  industrial  school,  and  is  a  more  dangerous 
foe  of  liberal  culture  than  the  evil  first  mentioned,  be- 
cause more  insidious.  It  ought  to  be  resisted  at  every 
point. 


32 

I  say  this  although  knowing  very  well  that  a  large 
number  of  those  whom  I  address  have  their  careers  to 
achieve,  that  college  must  be  a  preparation  for  active 
life,  and  that  already  the  res  angustce  domi  may  be 
pressing  heavily  on  many  hearts.  Still,  I  feel  most 
strongly  that  our  colleges  should  be  reserved  sacredly 
for  the  cultivation  of  the  liberal  arts.  They  have  an 
utterly  different  mission  from  technical  schools  ;  and 
this  mission  is  incompatible  with  the  commercial 
spirit.  Moreover  the  college  has  a  duty  to  the  com- 
munity }  and  liberal  culture  is  a  virtue  which  elevates 
the  State  ;  and  this  ennobling  grace  the  college  was 
founded  to  cherish  and  to  foster.  Finally,  the  techni- 
cal schools  are  always  open,  and  furnish  the  industrial 
education  which  so  many  demand. 

But  why  make  so  much  of  liberal  culture  ?     Simply 

i  because  it  is  the  great  safeguard  of  our  civilization, 
and  the  only  hope  of  future  progress.  Our  present 
civilization,  based  on  the  right  of  the  strongest  and  on 
the  law  of  supply  and  demand,  will  certainly  be  over- 
whelmed unless'  a  higher  authority  than  the  commer- 
cial spirit  can  be  enthroned.  Such  an  authority 
(exists,  and  has  spoken,  —  "Man  shall  not  live  by 
'bread  alone."  There  is  a  nobler  life  than  that, — the 
only  life  from  which  you  can  look  back  without  re- 
morse, or  to  which  you  can  look  forward  with  hope. 


33 

Truth  for  truth's  sake  and  self-sacrifice  for  man's 
sake  are  the  only  authorities  which  the  coming  ages 
will  respect. 

You,  my  young  friends,  have  come  to  college  with 
aims  and  hopes  for  something  higher  than  a  mere 
material  existence.  There  is  no  period  of  our  life 
when  those  aspirations  are  so  pure  as  in  youth.  Strive 
to  make  them  realities,  and  seek  for  wisdom  and  for 
knowledge  as  for  hidden  treasure  ;  but  seek  them  for 
their  own  sake,  and  not  with  any  mercenary  aims, 
lest  the  pure  gold  turn  to  dross  in  your  hands.  Trust 
no  croakers  who  tell  you  that  those  aspirations  are 
illusions  which  a  little  contact  with  the  world  will  dis- 
pel. Be  true  to  them,  and  they  will  ennoble  your 
life,  —  they  will  irradiate  the  humblest  occupation  ; 
they  will  lighten  the  burdens  you  must  bear  ;  they  will 
temper  the  griefs  that  must  surely  come.  The  w'ay 
divides  before  you  to-day  as  it  has  divided  the  long 
procession  of  men  from  the  beginning.  You  have  no 
question  which  is  the  road  to  the  nobler  destiny,  your 
hearts  can  be  trusted  for  that ;  and  let  an  elder 
brother  assure  yoii  that  your  largest  usefulness,  your 
greatest  satisfaction,  as  well  as  your  highest  good, 
will  be  found  by  following  the  road  on  which  truth 
and  service  are  the  faithful  guides. 


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